The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement

Marsh, Herbert W.; Smith, I.; Marsh, M. C. David; Owens, Lee

doi:10.2307/1163082

Cited by 28 publications

(43 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a coed setting, traditional gender stereotyping about perceived competence would favor boys in Mathematics and favor girls in English. A reduction in traditional stereotyping in single-gender settings was suggested by an earlier Australian study about gender differences in the Self-Description Questionnaire for students at government coed and private Catholic single-gender primary schools (Marsh, Smith, & Barnes, 1988). Similarly, in the United States, adolescents at single-gender Catholic high schools were "less likely to see themselves in sexstereotyped adult roles" (Lee & Bryk, 1986, p. 394).…”

Section: Traditional Gender Stereotyping and School Typementioning

confidence: 98%

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹

Bornholt

2000

J Applied Social Pyschol

View full text Add to dashboard Cite

A sense of academic competence combines at least 2 forms of gender stereotyping: an illusory glow about performance on specific tasks. and traditional gender stereotyping about general perceptions of natural talent. Flexible categorization in terms of generality and content suggests a multifaceted model of aspects of self‐knowledge about Mathematics and English (ASK‐ME). This paper demonstrates the flexibility of the ASK‐ME model for adolescents (N= 1,360) in 2 social contexts (coed and single‐gender schools). The forms of gender stereotyping combine so that where traditional gender stereotyping was reduced at single‐gender schools, an illusory glow had more influence. One outcome was that boys in single‐gender settings expressed enhanced perceptions of performance in mathematics and language. Results highlight the importance of generality and content in understanding the gendered nature of academic self‐concepts in social contexts. Implications are for differential influences on the plans and choices adolescents make about work and study.

show abstract

Section: Traditional Gender Stereotyping and School Typementioning

confidence: 98%

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹

Bornholt

2000

J Applied Social Pyschol

View full text Add to dashboard Cite

show abstract

“…The most common studies were done in schools in England, Australia, and Canada, and these often dealt with the pros and cons o f coeducation from a social perspective (Ryan, 1974 (Marsh, Smith, Marsh, and Owens, 1988) in wMch data were collected on students who attended single-sex Mgh schools that were transformed into coeducational institutions. School type was found to have little or no effect on school performance.…”

Section: Empirical Reviewmentioning

confidence: 99%

“…In a five year longitudinal study done in Australia (Marsh, et al, 1988), data were collected on students who attended single-sex Mgh schools that were transformed into coeducational institutions. Control students who remained in single-sex schools exMbited modestly Mgher self-concepts, although tMs was ascribed to the depressing influence of the disruption caused by the transition process.…”

Section: Afetk£_gut£omementioning

confidence: 99%

Differential effects of single-sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of highschool girls

Conway

View full text Add to dashboard Cite

Differential effects of single-sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of highschool girls" (1996) This study explored the differential effects of single-sex versus coed education on the cognitive and affective development of young women in senior year of high school.The basic research question was: What are the differential effects of single-sex versus coed education on the development of mathematical reasoning ability, verbal reasoning ability, or self-concept of high school girls?This study was composed of two parts. In the first part, the SAT verbal and mathematical ability scores were recorded for those subjects in the two schools from which the sample populations were drawn. The second part of the study required the application of the Piers-Harris Children's Self-Concept Scale to subjects in each of the two sample populations. The sample schools were deliberately selected to minimize between group differences in the populations. One was an all girls school, the other coeducational.The research design employed in this study was the causal-comparative method, used to explore causal relationships between variables that already exist. Based on a comprehensive analysis of the data produced by this research, no significant difference was found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 verbal reasoning section. Nor was any significant difference found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 mathematical reasoning section. Finally, no significant difference between the mean total scores of the senior girls in the single-sex school and the coed school on the Piers-Harris Children's Self-Concept Scale was found to exist.Contrary to what many other studies have found in the past about single-sex schools and their advantages for girls, this study found no support for such advantages in the cognitive areas of verbal and mathematical reasoning as measured by the SAT or in the affective area of self-concept as measured by the Piers-Harris Children's Self-ConceptScale.

show abstract

“…A lot of studies are now available which compare the educational achievement of children attending single-sex and mixed secondary schools. The results of these studies have been inconsistent, with some providing support for the benefits of mixed schools (Marsh, 1989;Marsh, Smith, Marsh, & Owens, 1988), 79 while others support single-sex education (Astin, 1977;Lee & Bryk, 1986;Riordan, 1985), and yet others finding no achievement differences between children attending single-sex and coeducational schools (Miller & Dale, 1974;Rutter, Maughan, Mortimore, & Outson, 1979). This issue has been further complicated by claims that school type may have and differential effect on girls and boys achievement, with boys tending to perform better in a mixed school environment, while girls tend to fare better in a single-sex school environment (Finn, 1980) Gender parity in formal education is not only a major concern for parents, educators and policy makers, but also a basic human right, a key indicator of achievement of education for all, and a source of economic growth (Bank, Delmont and Marshall, 2007).…”

Section: Background To the Studymentioning

confidence: 99%

Economic Factors Affecting Girls Academic Performance (Kcse) In Mixed Secondary Schools: A Case Of Nakuru Municipality

Akinyi¹,

Musani²

2016

ELP

View full text Add to dashboard Cite

This study intended to investigate Economic factors affecting girls' performance in mixed secondary schools. The objectives of the study were to determine Economic factors, which affect girls' academic performance (KCSE) in mixed secondary, to suggest the possible strategies to counter the Economic factors which affect girls' academic performance. The study sampled mixed Secondary Schools which are twelve in number using simple random technique to select six schools. From the sampled schools, an equal numbers of students were selected from form four classes in each school totaling 160. Sixty (60) teachers were included in the study and six (6) head teachers .Data was collected using questionnaires for students and teachers.Interviews were for head teachers. The research employed a mixed method design technique. Data was analyzed using descriptive statistics i.e.frequencies, percentages, mean and Standard deviation. Scientific Package for Social Sciences (SPSS) was also used. The findings of the study were to provide to the education stakeholders to come up with strategies for

show abstract

The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement

Cited by 28 publications

References 0 publications

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹

Differential effects of single-sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of highschool girls

Economic Factors Affecting Girls Academic Performance (Kcse) In Mixed Secondary Schools: A Case Of Nakuru Municipality

Contact Info

Product

Resources

About

The Transition from Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement

Cited by 28 publications

References 0 publications

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts1

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts1

Differential effects of single-sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of highschool girls

Economic Factors Affecting Girls Academic Performance (Kcse) In Mixed Secondary Schools: A Case Of Nakuru Municipality

Contact Info

Product

Resources

About

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹

The Gendered Nature of Competence: Specific and General Aspects of Self‐Knowledge in Social Contexts¹